Job Demands and Supports for Sport Management Faculty: A Qualitative Investigation

1. Job Demandsand Supportsfor Sport Management Faculty: A Qualitative Investigation Dr. Elizabeth Taylor Dr. Molly Hayes Sauder Dr. Cheryl Rode

2. COSMA Principle #4 Institutions exemplifying excellence in sport management education must have “qualified and competent faculty,” “provide support for faculty development and scholarly activity,” and “foster an academic climate conducive to academic quality.” (COSMA, 2016, p. 22)

3. Interactive Activity What are three things that make YOU feel supported in your work in academia? What are three things that make YOU feel unsupported in your work in academia?

4. Purposes of Study The study seeks to… • Examine faculty experiences with job demands in the form of workplace hostility, including bullying, harassment and incivility. • Illuminate faculty perceptions of the most impactful job supports.

5. Job Demands-Resources Model Job Demands Substantial effort... Physical or psychological costs… ExamplesWork pressure Unfavorable physical conditions Demanding interactions (Bakker & Demerouti, 2007; Demerouti & Bakker, 2011; Demerouti, Bakker, Nachreiner, & Schaufeli, 2001) Job Resources Achieve work goals…Engage in personal growth and well-being… ExamplesOrganizational rewardsProcedural fairnessSupervisor support(Balducci, Fraccaroli, & Schaufeli, 2011; Bakker & Demerouti, 2007; Demerouti et al., 2001; Law, Dollard, Tuckey, & Dormann, 2011)

6. Methods Who? Sport Management Faculty (n=144) 52% Female, 48% Male 83% White/Caucasian What? Open-ended questions on survey Content analysis; inductive coding (Patton, 2002; Strauss & Corbin, 1990)

7. Results - Harassment & Incivility

8. Results - Harassment & Incivility Code 1 - Experience of Harassment/Incivility Due to Sex - Sample Quotes “Previously (not at my current institution), I have been harassed and judged based on my own physical appearance and as a woman. Throughout my academic career I have had to constantly prove myself…” (Female Participant) “I have experienced sexual harassment and harassment about having children. It did take a toll. I avoided people and being in the office when I didn’t have to.” (Female Participant) “People do talk about sex at work and it can get inappropriate but this is because I mostly interact with other people in their twenties.” (Male Participant)

9. Results - Harassment & Incivility Code 2 - Experience of General Harassment/Incivility - Sample Quotes “Race, class and culture issues are what I deal with on a regular basis. My biggest issue is holding a terminal degree and people at PWI’s (predominantly White institutions) assuming I am an Affirmative Action hire and therefore incompetent. That attitude/assumption/presumption is very prevalent in the tenure and promotion track. The majority of the AA faculty members I know have either been denied tenure or had to go through some type of extra ordeals to get tenure.” (Female Participant) “I have been harassed because of my religious beliefs through overt comments from my director and constant microaggressions. Further, she regularly ignores my requests to adjust my schedule to better allow for our family to ensure there are little to no gaps in childcare coverage.” (Male Participant)

10. Results - Harassment & Incivility Code 3 - Acknowledgement of Harassment/Incivility Due to Sex - Sample Quote “The overall culture at my current institution is dominated by this inappropriate, demeaning, kind of sexual undertone…” (Female Participant) Code 4 - Acknowledgement of General Harassment/Incivility - Sample Quote [Observed] “inappropriate comments about others, made by colleagues/supervisors.” (Male Participant)

11. Results - Sources of Support

12. Results - Sources of Support Code 1 - Mentoring, Relationships, People of Influence - Sample Quotes “Support from women at conferences, especially WIN at NASSM.” (Female Participant) “Women mentors at the full professor, chair, and associate dean positions. They have been my biggest advocates and sponsors for promotions.” (Female Participant) “Mentoring from current and former leadership.” (Male Participant) “My colleagues and our position as an "underdog" in our college.” (Male Participant) “Having family and friends outside higher education to talk to and consult.” (Female Participant) “Good friends…” (Male Participant)

13. Results - Sources of Support Code 3 - Internal Factor (Passion, Drive, Career Ambition, etc.) - Sample Quotes “I like what I do and it makes a difference.” (Female Participant) “I do it by myself...for the students.” (Female Participant) “Desire to move up to a different institution.” (Male Participant) “Allowing me to do my work my way.” (Male Participant)

14. Implications Finding #1: Harassment/incivility levels are rather high in sport management programs for both sexes. Finding #2: Harassment/incivility levels due to sex/gender are particularly high with respect to female faculty in sport management programs. Recommendations: Acknowledgement; institution-wide culture surveys; trainings; clear policies and procedures

15. Implications Finding #3:Mentoring and relationships were viewed as a source of support by many; this support came from varied sources. Finding #4: Internal factors were the second highest source of support (if they are support?) and seemed to have greater impact than more formal mechanisms. Recommendations: Awareness of external supports; remove barriers to external supports; offer formal mentoring opportunities; train supervisors; offer social opportunities

16. COSMA Principle #4 Institutions exemplifying excellence in sport management education must have “qualified and competent faculty,” “provide support for faculty development and scholarly activity,” and “foster an academic climate conducive to academic quality.” Questions…or future conversation! (COSMA, 2016, p. 22)

17. References Bakker, A., B., & Demerouti, E., (2007). The job demands-resources model: State of the art. Journal of Managerial Psychology, 22(3), 309-328. doi: 10.1108/02683940710733115 Balducci, C., Fraccaroli, F., & Schaufeli, W. B. (2011, October). Workplace bullying and its relation with work characteristics, personality, and post-traumatic stress symptoms: An integrated model. Anxiety, Stress &Coping, 24(5), 499-513. doi: 10.1080/10615806.2011.555533 Commission on Sport Management Accreditation. (2016, May). COSMA accreditation principles and self-study preparation. Retrieved from https://www.cosmaweb.org/accreditation-manuals.html Demerouti, E., & Bakker, A. B. (2011). The job demands-resources model: Challenges for future research. SA Journal of Industrial Psychology, 37(2), 1-9. doi: 10.4102/sajip.v37i2.974 Demerouti, E., Bakker, A. B., Nachreiner, F., & Schaufeli, W. B. (2001). The job demands-resources model of burnout. Journal of Applied Psychology, 86(3), 499-512. doi: 10.1037//0021-9010.86.3.499 Law, R., Dollard, M., Tuckey, M. R., & Dormann, C. (2011). Psychosocial safety climate as a lead indicator of workplace bullying and harassment, job resources, psychological health and employee engagement. Accident Analysis and Prevention, 43, 1782-1793. doi: 10.1016/j.aap.2011.04.010Patton, M. Q. (2002). Qualitative research & evaluation methods (3rd ed.). Sage Publications, Inc.: Thousand Oaks, CA.Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded Theory procedures and techniques. Sage Publications: Newbury Park, CA.